4 - Arnold Finch - Science Charts

Science Charts Miranda Arnold and Kristi Finch

Legen d A CC CI CL CZ D DA F G H HS HW I LI M MA ML MO MU OL P PS PT R RT RY S SS SW T V W

Assessment Collaboration with Colleagues Community Involvement Cultural Literacy and Diversity Citizenship Drama/Theater/Roleplay Differentiation/Accommodation Forgiveness Group Activity Health Collaboration with Families (Home/School Connection) Homework Integrity Listening Math Manipulative Activity Mount Liberty Mission Statement Movement/Physical Education Music Oral Language/Public Speaking Perseverance Problem Solving/Critical Thinking Patriotism Reading Respect Responsibility Science Social Studies Stewardship Technology Visual Art Writing

Week 2 Day 6

MK4-SC.1 Science Skills

Day 7

MK4-SC.1 Science Skills

Day 8

MK4-SC.1 Science Skills

Day 9

MK4-SC.1 Science Skills

Day 10

MK4-SC.1 Science Skills

S/OL/PS/W The teacher will introduce and explain the stages of the scientific process or inquiry. The teacher will explain why scientific inquiry is important for future experiments. The teacher will explain scientific inquiry as a definitive routine, similarly to the students’ morning routines. The student will complete a worksheet containing two columns. The first column the student will identify the six major aspects of his/her morning routine (brush teeth, breakfast, get dressed, etc.). In the second column, the student will label the parts of scientific inquiry. Students will understand that this is a process that needs to be followed step by step. S/LI/MA/ML/OL/RY The teacher will introduce and explain the Bubble Bomb experiment and how the class will apply the inquiry process. Remind the class that it is important to be responsible with the materials or the experiment will not work. The class will read aloud the Bubble Bomb experiment. After gathering their materials, the class will move outside since there is a possibility of a mess. Students will show their responsibility by using the materials appropriately for their purpose only. Students will document their predictions and findings as they progress through the experiment. http://www.exploratorium.edu/science_explorer/bubblebomb.html S/G/MA/ML/PS The teacher will introduce learning stations to demonstrate proper means of measuring data. The different stations will include measuring liquids, finding the mass of objects, and so forth. (These concepts will later be enforced in Weeks 21-25 of Math.) The student will proceed from station to station in groups of three. Students will measure such things as the area of a small block and the weight of a small rock. Students will record their findings on the given worksheet. DA: Students may work independently on this assignment. S/G/MA/ML/PS The teacher will again set up the learning stations for students to practice their measuring skills. The student will continue to proceed from station to station in their groups until they have finished every station. S/A/LI The teacher will explain that there are possible experiments around in everyday routines. There are appropriate means, however, to each experiment. For example, if the purpose of the experiment is to see how tall a plant can grow in a month, one would not want to weight it each week. The correct means of measuring for this experiment would be to measure the length of the plant each week. The teacher will verbally give different scenarios or experiments. The student will respond to the scenarios with the correct means of measurement and experimentation. Allow the class to volunteer the appropriate means and steps to the experiment.

Week 4 Day 16

MK4-SC.8 Virginia’s Resources

Day 17

MK4-SC.8 Virginia’s Resources

Day 18

MK4-SC.8 Virginia’s Resources

Day 19

MK4-SC.8 Virginia’s Resources

Day 20

MK4-SC.8 Virginia’s Resources

S/SS/V The teacher will explain how Virginia’s resources are directly related to its geography that was studied the previous week. Bodies of waters will be highlighted. Students will be given a map of Virginia and will draw in and label the major bodies of water including the nine major river basins. S/MA/SS/W The students will read information about the watersheds of Virginia and determine which watershed they reside in. Together the class will create their own watershed using a shower curtain and various objects underneath to create mountains and valleys. They will spray water and observe how the water flows in different directions according to the land’s topography. Following the activity students will write a one paragraph explanation of how the activity relates to the topography of Virginia. DA Students with writing difficulties can dictate their paragraph to an aid. S/SS/T/HW/PS The teacher will present a PowerPoint of various plant and animal species that are found in Virginia. Students can share stories of animals they have seen in local areas. The class will go online to explore species that are known to be found within a small radius of the school. Students will record animals they see for the next two days in order to increase awareness of local wildlife. They will also look for indications of human interference with animal life. S/SS/G The teacher will explain the various habitats in Virginia. In groups students will research animals that have had declining numbers in Virginia. They will prepare a short summary of what has caused the decrease and what can be done to keep the animals from local extinction. S/SS/G/OL/PS Student groups will present the information they found about species with declining numbers and how a continuing decrease can be prevented in the future. Students will report all the species of wildlife they observed for the past two days. They will note any ways human life has interacted with the wildlife.

Week 6 Day 26

MK4-SC.6 Weather

Day 27

MK4-SC.6 Weather

Day 28

MK4-SC.6 Weather

Day 29

MK4-SC.6 Weather

Day 30

MK4-SC.6 Weather

S/GA/RY The teacher will describe to the students that they will be observing the weather for the next several weeks. They will be split up into teams including the temperature, pressure, humidity, rainfall, and wind teams. Each team will be responsible for measuring their respective weather characteristics twice every week until the next weather unit. The students will set up their measurement devices in appropriate locations and create a schedule for when students in each group will be responsible to record observations. They will also create log sheets on which their observations will be recorded. S/MA/MU The teachers will present the process by which clouds are formed. He/She will then do a demonstration in which the class can observe a cloud being formed first hand. In groups, students will write songs (or write lyrics to a familiar tune) to help them remember the process of cloud formation. S/LI/V The teacher will read The Cloud Book to the class and describe the different types of clouds including cirrus, cumulous, and stratus clouds, their similarities, their differences, and their various purposes. Each student will create an illustration of the different types of clouds using cotton balls and paint. They will label each type and list their characteristics. DA Gifted students can do additional research to find out how the formation of each type of cloud differs from the others and add this information to their illustration. S/G/D/OL The teacher will provide the students with different scenarios (i.e. a summer day with lots of cumulous clouds or a wind autumn day with cirrus clouds in the sky). In groups, students will use these descriptions as a foundation to prepare a short weather segment of a news cast that includes their cloud formation songs from day 27, and their knowledge of the different types of clouds from day 28. S/G/D/OL/A The student groups will present their newscasts. The teacher will assess students based on group work, correct information, and creativity.

Week 8 Day 36

MK4-SC.7 Astronomy

Day 37

MK4-SC.7 Astronomy

Day 38

MK4-SC.7 Astronomy

Day 39

MK4-SC.7 Astronomy

Day 40

MK4-SC.7 Astronomy

S/LI/MO The teacher will use class discussion to assess students’ prior knowledge about earth’s rotation and relationship with the sun and moon. He/She will read What Makes Day and Night. After reading the book, the teacher will use a flashlight and a student volunteer to illustrate the rotation of the earth around the sun. The teacher will turn off the lights and hold a flashlight stationary while the student volunteer slowly rotates. The rest of the class writes down their observations and how they relate to the earth’s rotation around the sun. S/LI/V/HW The teacher will begin discussing the moon and its properties including its size, craters, reflective quality, etc. He/she will then discuss how the moon rotates around the earth similarly to how the earth rotates around the moon. The students will draw seven circles on a paper. Each student will observe the moon tonight and make a sketch of what it looks like. S/PS/HW/T/MO The teacher looks at students sketches of the moon. Then, based on what they have learned about the moon’s rotation around the earth, they predict what the moon will look like by the end of the Astronomy unit. Students will continue to sketch the moon every three nights for the next two and a half weeks. The teacher will present a PowerPoint about the earth and sun and their properties. The students will do a matching activity where students pull a property out of a hat and determine if it pertains to the sun, moon, or earth and go to the designated area of the room. S/V/LI The teacher will relate the earth’s rotation to seasonal changes and describe how it is the angle of the sun’s rays, not the distance from the sun that makes the temperatures colder in winder and hotter in summer. The class will talk about how the temperature differs with each season and how the weather in general is affected. The students will paint the earth and the sun at the different positions that determine the seasons. DA The class can go outside to discuss seasonal change. S/MO/D/A The teacher will review the basic facts learned with the students using a game in which the class is divided into teams to compete for the most correct answers. Then, the students will create a living model of the sun, earth, and moon’s rotations using themselves as the astronomical bodies. The “moon” students rotate around the “earth” students who rotate around the sun.

Week 10 Day 46

MK4-SC.7 Astronomy

Day 47

MK4-SC.7 Astronomy

Day 48

MK4-SC.7 Astronomy

Day 49

MK4-SC.7 Astronomy

Day 50

MK4-SC.7 Astronomy

S/CC/R/LI The teacher will introduce the librarian to the class. The librarian will present several resources pertaining to astronomy to students and outline various ways to search for sources on a topic. The students will choose a specific person or event associated with astronomical history/discovery to research. S/CC/LA/R/HW The students will go to the library and research their topic of choice. The teacher will help students find references as help is needed. Students will use at least two sources to write a paragraph about their topic. Students will finish writing their paragraphs at home if they do not finish during class. S/LA/R/G The teacher will assign each student a partner to peer edit their paragraphs. Students will read their partner’s paragraph and edit for spelling and grammatical errors. They will also make sure that two sources were used. S/OL/R/A Student will read their paragraphs aloud to the class. The teacher will assess students based on their research and writing skills. DA Students with hearing/speaking loss can have their paragraphs read by their partner or someone of their choice. S/T/G/PS The students will create their own crossword puzzles using facts they have learned in the Astronomy unit. They will trade with a partner complete each others’ puzzle. The teacher will compare the results of the students moon sketches with their predictions. The class will discuss if they were right or wrong and why.

Week 12 Day 56

MK4-SC.8 Virginia’s Resources

Day 57

MK4-SC.8 Virginia’s Resources

Day 58

MK4-SC.8 Virginia’s Resources MK4-SC.8 Virginia’s Resources

Day 59

Day 60

MK4-SC.8 Virginia’s Resources

S/A/LI/OL/R The teacher will assess students’ prior knowledge by leading a class discussion about local resources. Students will read about Virginia’s minerals and resources and fill out an outline with blanks. S/G/PS/OL The teacher will introduce various energy sources that are available in Virginia and around the country. In groups of three, students will discuss facts, advantages, and disadvantages of each energy source involved. They will fill out worksheets about how advantageous or disadvantageous each point is. The class will come back together to discuss their findings about each energy source. S/CI The teacher and students will go on a field trip to a local energy plant or resource such as a coal mine. S/G/HS/W/PS/SW/RY Based on the previous days’ work with resources, the teacher will discuss ways typical American families use resources in excess. Students will brainstorm ways their families can conserve electricity, water, and other resources. As a class, they will write a letter to their parents to propose these suggested methods of conserving electricity and take it home to their families. S/SS/MA/V The teacher will explain where the different resources are abundant in Virginia. The students will use various objects to create a map of Virginia, marking areas of abundance with designated objects as marked in their legends (i.e. sand for natural gas, beans for wind energy, etc.). DA For LD students, the maps can be pre-labeled with the different sections of natural resources.

Week 14 Day 66

MK4-SC.4 Plant Life

Day 67

MK4-SC.4 Plant Life

Day 68

MK4-SC.4 Plant Life

Day 69

MK4-SC.4 Plant Life

Day 70

MK4-SC.4 Plant Life

S/MA/RY The teacher will bring a bouquet of flowers to class. The students will tell him/her everything they know about the flowers. The teacher will highlight specific parts of the plant including the leaves, stems, roots, and flowers. The students will set up an activity in which they will observe the growth of plants. Students will prepare and plant seeds in a clear 2 liter bottle (with its neck cut off) so they will be able to see the root structure as it forms. Students will be responsible to care for their plants consistently. S/MA/V The teacher will reinforce to the students the different characteristics of the flowers (leaves, stems, roots, and flowers) and relate them to other plants. Students will create their own plants with all the necessary parts out of pipe cleaners and pieces of felt in various colors. S/LI/W The teacher will present information about the reproduction of plants including parts of a flower involved with reproduction and the plant life cycle. Students will listen and will take notes on the information presented. DA LEP students can have written notes in front of them so they can follow along with the written language and hear the spoken language. S/LI/D/R/OL The teacher will assign roles and have each student play the “part” of a certain stage of a plant’s life cycle. The student will read their books to learn more about their given role. They will prepare a one minute explanation of their stage of a plant’s life cycle. S/D/OL/A The students will present the stages of a plant’s life cycle in the proper order by explaining the roles they each played. The teacher will evaluate the students based on correct information and preparation.

Week 16 Day 76

MK4-SC.4 Plant Life

Day 77

MK4-SC.4 Plant Life

Day 78

MK4-SC.4 Plant Life

Day 79

MK4-SC.4 Plant Life

Day 80

MK4-SC.4 Plant Life

S/T/W The teacher will show the students “The Great Plant Escape” online. Students will complete at least one of the “Case” assignments on the site. They will write up a 2-3 sentence summary of what they learned about plants during that activity. DA Gifted students can complete multiple cases and summarize what they have learned in a short essay. S/LI/T/W The teacher will explain the process of photosynthesis using a PowerPoint presentation. The students will take notes by filling in an outline with blanks. S/LI/OL The teacher will explain dormancy to the class. The student will then have a class discussion about how dormancy accommodates the needs of plants during certain seasons. S/LI/W/HW The teacher will explain the questions that the students will be required to answer about the plants they planted on Day 66 about the plant’s germination time, structure, and growth rate. Students will write out the answers to each of the questions in complete sentence format. Whatever the students do not finish in class will be completed at home. S/V/A Students will draw a process chart about their plants that explains how the plant developed. The teacher will grade these charts based on evidence of understanding, neatness, and following directions.

Week 18 Day 76

MK4-SC.5 Plant and Animal Interactions

Day 77

MK4-SC.5 Plant and Animal Interactions

Day 78

MK4-SC.5 Plant and Animal Interactions

Day 79

MK4-SC.5 Plant and Animal Interactions

Day 80

MK4-SC.5 Plant and Animal Interactions

S/LI/G/OL/D The teacher will explain different kinds of plant and animal relationships and give several examples. With a partner, each student will assume the role of a plant or animal. They will present to the class their relationship with each other and how they are benefited or harmed. S/LI/G/T The teacher will explain an animal’s life cycle. In groups, students will be required to pick a specific plant or animal to research. They will look up information in the library and/or online about that organism’s life cycle. DA Gifted students will be encouraged to seek out a lower achieving student to assist through the research process. S/G/V/W Student will continue to work on their life cycle projects. They will create a poster that illustrates their organism’s life cycle. They will also be required to write a one page explanation of the life cycle. The teacher will assist and guide students as needed. S/G/OL/A Students will present their life cycle projects to the rest of the class. The teacher will assess their project according to thoroughness, group work, and evidence of scholarship and understanding. For homework students will bring in photos of themselves from infancy to present day. S/HS The teacher will explain how humans also have life cycles. He/she will share photos and stories of himself/herself from infancy and through the years. Students share their photos and stories with their group members.

Week 20 Day 86

Day 87

Day 88

Day 89

Day 90

MK4-SC.5 Plant and Animal Interactions

S/PS/L/HW Students will brainstorm what different animals eat. They will create a food chain based on what they know. The teacher will explain the concept of a food chain, how energy is passed through it, and the different types of consumers. For homework, students must write down an example of each type: an herbivore, a carnivore, and an omnivore. MK4-SC.5 S/LI/T/W The teacher will connect the concept of a food Plant and web to the food chain information already presented. Animal Students will create their own food webs using Interactions http://www.vtaide.com/png/foodweb.htm. They will create a written summary of their food webs. DA Students with physical handicaps that prevent them from writing can orally explain their food web. MK4-SC.5 S/LI/G The teacher will explain the definition of an Plant and ecosystem. Students will brainstorm different possible Animal ecosystems. The class will pick an ecosystem to investigate Interactions further. Teams will be form to research different aspects of the ecosystem including different species that live there, the food web that exists there, the climate, etc. MK4-SC.5 S/PS/A Based on the information they researched, students Plant and will create a short assessment or quiz about their ecosystem. Animal The teacher will check the validity of their questions and Interactions approve their work. MK4-SC.5 S/A The teacher will administer the quiz the students Plant and created. Students will take the quiz. Animal Interactions

Week 22 Day 106

MK4-SC.3 Electricity and Magnetism

Day 107

MK4-SC.3 Electricity and Magnetism

Day 108

MK4-SC.3 Electricity and Magnetism

Day 109

MK4-SC.3 Electricity and Magnetism

Day 110

MK4-SC.3 Electricity and Magnetism

S/LI/T The teacher will show the students the electricity episode from Bill Nye the Science Guy. The teacher will give the students a fill-in-the-blank handout that correlates with the video. The teacher will pause the video from time to time to expand on ideas including circuits, conductors, and insulators. The student will view the episode about electricity from Bill Nye the Science Guy. The student will fill out the handout as the answers are stated. S/G/I/MA/ML/P/RT/RYT/A The teacher will present circuits to the class including open, closed, parallel, and series circuits. The teacher will demonstrate a few of these to the class using batteries, flashlight bulbs, and wires. The student will complete an experiment on series circuits and parallel circuits. Students will use the same materials the teacher used in the demonstration. This will be done in small groups. Several of the character principles will be practiced during this activity (perseverance, responsibility, respect, and integrity). Students will complete the worksheet corresponding to the experiment, Series Circuits and Parallel Circuits. S/SS/LI/V/A The teacher will discuss the historical contributions to the field of electricity. For example, Benjamin Franklin and his lightning rod (1750’s); Thomas Edison and the invention of the light bulb. (This will integrate with the Social Science study of Early American History.) The teacher will read What’s the Big Idea, Ben Franklin? by Jean Fritz. The student will listen to the teacher read about Ben Franklin. The student will create a personal timeline on two pieces of construction paper glued together. The timeline will highlight some of the significant inventions related to electricity and magnetism. DA Students may write a poem focusing on one of the inventions or inventors. S/CI/CZ/LI/ML/RT/SW The teacher will introduce the speaker from the local electric company who will give a presentation on what responsibilities the students have as a consumer of electricity (saving money and taking care of the resources that are available). The student will view the speaker’s presentation. The student will then participate in a question and answer period. Each student will have prepared two questions as the previous night’s homework. S/MA/CL/R The teacher will give students strips of magnets and allow them some time to explore with them. After the students investigate, the teacher will write notes on the board for students to copy concerning the north and south poles of magnets. The teacher will also give a handout introducing the use of magnetism in ancient Greek and Chinese cultures. The student will explore the magnets. They may walk around the room to see what the magnets will attract to and what they will not attract to. Students will then discuss their findings. Students will read the Introduction to Magnetism handout as a class. On the handout students will identify eight uses of magnets in today’s world.

Week 24 Day 116

MK4-SC.2 Energy, Moving Objects, and Forces

Day 117

MK4-SC.2 Energy, Moving Objects, and Forces

Day 118

MK4-SC.2 Energy, Moving Objects, and Forces

Day 119

MK4-SC.2 Energy, Moving Objects, and Forces MK4-SC.2 Energy, Moving Objects, and Forces

Day 120

S/MA The teacher will give a brief presentation about energy and forces. The teacher will demonstrate these concepts by dropping a different balls and rolling different objects across the floor and on various ramps. These concepts will be expanded in days 126-130, after high school presentations in days 117-119. The student will complete a K-W-L chart showing their current knowledge of energy, moving objects, and forces. S/CC/CI/LI/RT The teacher will divide students into small groups consisting of 5-7 students. The groups will be given the following names: friction, gravity, force, motion, and speed. The teacher will then explain what the agenda is for the next two days involving the high school students. The AP Physic students from the district’s high school will be guest speakers for the next three days. The high school students have prepared presentations and demonstrations to show the fourth grade students. The teacher will work closely with the Physics teacher to ensure the presentations are appropriate and effective for the fourth grade class. The student will work cooperatively with the teacher as he/she is divided into groups. Students will work on their ability to respect the other students that are placed into their groups and the high school students giving presentations. The students will be given a handout at each presentation to highlight important ideas. S/CC/CI/LI/RT The teacher will monitor the student understanding of the presentations being given, noting the areas that will need to be reinforced more heavily. After each day, the teacher will make suggestions on an as needed basis. The student will continue to rotate from presentation to presentation to learn each concept. Concepts and demonstrations will include: motion of objects (direction and speed), kinetic energy and potential energy (car on a ramp), friction (force against moving object), and gravity (force against moving object). S/CC/CI/LI/RT The teacher will continue to monitor presentations. The teacher will move from one group to another to see how students perceive the information. The students will continue to observe the presentations and record learned information. S/LI/RT/HW The teacher will create a reflection day. The teacher will ask probing questions to find out what the students actually learned from the high school presentation. The teacher will allow time for students to respond and give positive and negative feedback from their experience. The student will relate to the teacher what was learned in the previous two days activities. The student will give suggestions (likes and dislikes) based on their experience for the next year’s class. For homework, the student will create a crossword puzzle, including ten of the new vocabulary terms. DA Advanced students may be encouraged to use more than ten words on their crossword puzzle.

Week 26 Day 126

MK4-SC.2 Energy, Moving Object, and Forces

Day 127

MK4-SC.2 Energy, Moving Object, and Forces

Day 128

MK4-SC.2 Energy, Moving Object, and Forces

Day 129

MK4-SC.2 Energy, Moving Object, and Forces

Day 130

MK4-SC.2 Energy, Moving Object, and Forces

S/VA/R/T/OL The teacher will guide a textbook reading on the different types of energy. To help the students remember the forms of energy, the teacher will introduce a mnemonic, McHale, standing for mechanical, chemical, heat, atomic, light, and electric. The student will take part in a textbook reading of the different types of energy. Students will be grouped and responsible for researching the use of each energy form. Each member of the group will be present a specific example of how that energy is used in today’s world. DA Students may draw a picture showing the use of energy or create a poster-size advertisement for that form of energy. S/LI/R/T The teacher will give each student a worksheet, titled 20 Energy Questions, from Energy Kid’s Page. The teacher will show the students how to locate and maneuver around the website to find the answers for the worksheet. http://www.eia.doe.gov/kids/classactivities/elementary20questions.html The student will complete the 20 Energy Questions worksheet. The student will find the answers throughout the Energy Kid’s Page, Energy Facts. http://www.eia.doe.gov/kids/energyfacts/sources/whatsenergy.html S/HW/W/V The teacher will explain how the concepts of energy, motion, and forces are applicable to everyday life. The teacher will then introduce the collage activity, showing a few examples. The student will create a collage of pictures that represent energy, motion, and force on a piece of construction paper. For instance, the student may cut out a car on the road. The student will finish the collage as homework and will write four to six sentences explaining how the concepts are shown in this picture. The student may say there is friction between the tires of the car and the road. S/MA The teacher will introduce a friction experiment. The teacher will demonstrate the basic process of the experiment and give each student the instructions sheet along with the chart. The student will explore the idea of friction between different materials. This will be done by creating ramps at different levels and sliding down blocks of different materials. The student will record the information found on a chart. http://www.eia.doe.gov/kids/classactivities/FrictionElementary.pdf S/W The teacher will return the K-W-L charts that were started by each student at the start of Week 24, the beginning of the study of energy, motion, and friction. The student will update and complete their K-W-L chart with the new information that they have learned from Weeks 24 and 26. Students will be able to see how much they have learned throughout the two weeks of studying energy, motion, and friction.

Week 28 Day 136

MK4-SC.9 Muscles and Bones

S/LI/R/T/W The teacher will read, along with the class, The Magic School Bus inside the Human Body to introduce the study of the human body. The first topic of study will be the function, protection, and movement of the major bones. The teacher will launch this study through a PowerPoint, which will include word descriptions and simple pictures. The PowerPoint will be given to students as a fill-in-the blank handout. The student will read The Magic School Bus inside the Human Body along with the teacher. The student will follow along with the PowerPoint, filling in the blanks.

Day 137

MK4-SC.9 Muscles and Bones

S/A/LI/MO The teacher will review the major bones with the class through a movement activity. The teacher will call out a bone and the students will respond. The teacher will then lead a short game of “Simon Says,” specifically with orders of pointing to the bones. The teacher will informally assess the students as they play the game. The students will stand up at their desks. As the teacher names a bone, the students will point to the different parts on their body. Student volunteers will also respond with the function and purpose of the given bone. Students will join the game of “Simon Says.” After a game or two, students may lead the game.

Day 138

MK4-SC.9 Muscles and Bones

Day 139

MK4-SC.9 Muscles and Bones

Day 140

MK4-SC.9 Muscles and Bones

S/CC/A/L/T/W With the assistance of the computer teacher, the teacher will instruct the class on their personal Muscles and Bones Book. Each page of their book will be dedicated to one muscle or bone. This book will help the student remember the main purpose and function of each muscle and bone. The student will create and publish a Muscles and Bones Book. Each page will consist of three to four sentences about each muscle or bone, which will be typed. The student will draw a picture representing the muscle or bone after the book is printed. DA Students with drawing difficulties may use Kidpix software. S/LI/T/W The teacher will now introduce the major muscles of the human body. For description of these muscles and other muscles, the teacher will use the interactive tools found at http://www.kidshealth.org/kid/htbw/muscles.html. The students will continue to work on their personalized books. They will now be able to add the muscles and the relating information. If time allows, students may explore http://www.mypyramid.gov. S/G/LI/H/T The teacher will discuss with the class the importance of keeping the body healthy by explaining how the muscles and bones work together. The teacher will talk about ways to build strong bones and muscles, including exercise and food habits. The student will brainstorm ways they can keep themselves healthy and strong. The students will view a movie clip about the new food pyramid. In small groups students will discuss what activities they are involved in that help keep them healthy (sports, dance, etc.). http://www.mypyramid.gov/global_nav/media_animation.html

Week 30 Day 146

MK4-SC.6 Weather

Day 147

MK4-SC.6 Weather

Day 148

MK4-SC.6 Weather

Day 149

MK4-SC.6 Weather

Day 150

MK4-SC.6 Weather

S/LI/OL The teacher will review briefly the information learned about clouds in days 26-30. This review will simply be verbal question and answer. The teacher will reemphasize areas that were clearly not attained from Week 6. The student will volunteer answers based on their remembrance of the cloud information learned from days 26-30. S/D/MA The teacher will give students a weather handout for temperature, pressure, humidity, and precipitation. The first topic is temperature. The teacher will instruct students on the difference between the two temperature scales, Fahrenheit and Celsius. The teacher will provide a box of “dress up” clothes. The student will complete the handouts as the topics are presented by the teacher. The student will complete a few problems relating to the comparison of the two temperature scales. Each student will be given a card with a temperature on it. Students will have the opportunity to come up in pairs to dress themselves accordingly to the temperature on their card. The class will determine whether they are appropriately dressed for the weather. S/R/A The teacher will give the students a reading comprehension activity called Relative Humidity-Ugh! and then give the students a quiz corresponding to the reading. This activity will allow the teacher to assess the students’ reading comprehension. The student will independently read an article relating to the topic of humidity in relation to how weather systems work. The student will then take a quiz relating to the article read that will assess the students’ comprehension. Nonfiction Reading Comprehension, Science by Ruth Foster, M.Ed. DA Students who are on a lower reading level may have an extended time period to complete their reading and the corresponding quiz. S/G/V/T The teacher will demonstrate to the students how to record all of their gathered data since Week 6 into structured and organized charts and graphs with made up data. The students will work in their groups to put all of their gathered data into appropriate graphs and charts. Student groups will now organize another newscast to show what has been learned since Week 6. Groups will be required to use the information that has been learned to interpret their data in their newscasts. S/A/T/G/OL The teacher will observe and assess the students on their newscasts. The teacher will assess the students on their group work, creativity, and accuracy of content. The teacher will assign times for student groups to watch both their newscasts during free time throughout the next week. The student groups will present their newscasts. A student volunteer will be responsible for recording the presentations. Student groups will have a week to review their newscasts from Week 6 and Week 30 with the teacher. The student will then write a one-page reflection on the content presented in each newscast and the improvements made. The student will reflect on how their increased knowledge of weather helped them in the second newscast.

Week 32 Day 156

MK4-SC.3 Electricity and Magnetism

Day 157

MK4-SC.3 Electricity and Magnetism

Day 158

MK4-SC.3 Electricity and Magnetism

Day 159

MK4-SC.3 Electricity and Magnetism

Day 160

MK4-SC.3 Electricity and Magnetism

S/HS/ML The teacher will give a brief review of the first week of study about electricity and magnetism. The teacher will explain the family activity worksheet to the class. http://www.teachervision.fen.com/tv/printables/scottforesman/Sci_4_FA_B3. pdf The student will be given a family activity to complete during this week of study. The worksheet explains what the student is learning in reference to electricity and magnetism. There are three activities. The student and family may choose one of the first two. Every student will be required to do the third activity as well. S/T/V The teacher will give a presentation on the earth as a magnet. The teacher will show the students a prepared PowerPoint that shows the earth’s magnetic pull. The PowerPoint will show a large bar magnet through earth with the magnet’s south pole pulling towards earth’s north pole and vice versa. The student will draw a picture demonstrating their understanding of the earth as a large magnet. DA Advanced students may be encouraged to research and write a one-page further explanation of the earth as a magnet. They may predict what might happen if the bar magnet through the earth was moved (the south pole of the magnet facing the south pole). S/MO/LI/A The teacher will explain the relationship between electricity and magnetism. The teacher will then instruct students through a movement activity. For instance, the teacher may say the ceiling is the north pole. The students respond by showing which way their bodies would be pulled. This will allow the teacher to assess the students as they go through the movements. The student will take part in a movement activity called North Pole, South Pole (Magnetic Forces). Students will walk around the room as the teacher calls out certain instructions to follow. Cornett S/R/A The teacher will give the students a reading comprehension activity called Always Pointing North and then give the students a quiz corresponding to the reading. This activity will allow the teacher to assess the students’ reading comprehension. The student will independently read an article relating to the topic of magnetism used in compasses. The student will then take a quiz relating to the article read that will assess the students’ comprehension. Read and Understand, Science by Evan-Moor S/HS/CZ/ML/LI The teacher will lead a class discussion on the results and findings of the family experiments that were done through the week and relate the information to the speaker’s presentation. The student will write a paragraph reflecting on their results of the family activities. The student will participate in a class discussion on what experiments they chose to do with their family and the findings that they discovered.

Week 34 Day 166

STANDARD TESTING Day 167

STANDARD TESTING Day 168

STANDARD TESTING Day 169

STANDARD TESTING Day 170

STANDARD TESTING **During this week, the teacher will administer the standardized testing. Students will use their understanding and knowledge of the standards learned through this curriculum on this standardized test. **Students will be placed into four or five groups. Each group will be responsible for creating a board game based on a specific topic (a book, Civil War, muscles and bones, etc.). This activity will take place each day once the testing is complete. The first day will be used to brainstorm the board game (name, directions, etc.). The second and third days will be used to construct the game. The fourth day the students will create a typed, direction sheet for the game. The remainder of the fourth day and the fifth day student groups will play their own games to make sure all of the rules and directions are accurate and complete. During Week 36, students will have opportunities to play the other board games constructed by other student groups.

Week 36 Week 36 Day 176

MK4-SC.1 Basic Scientific Skills

Day 177

MK4-SC.1 Basic Scientific Skills

Day 178

MK4-SC.1 Basic Scientific Skills

Day 179

MK4-SC.1 Basic Scientific Skills

Day 180

MK4-SC.1 Basic Scientific Skills

S/D/RT The teacher will introduce a mime/charade activity. The purpose of the activity is to make students think back through the year. For example, the teacher may mime “Head, Shoulders, Knees, and Toes” to portray the muscles and bones unit. The student will mime his/her favorite science concept or idea from the year. This may be an idea or a specific lesson or experiment. DA Students may create a dance to portray their favorite topic instead of presenting a charade. S/MA/G/V The teacher will give each group the materials for the Color Changing Milk experiment. The materials are milk, dinner plate, food coloring, dish-washing soap, and cotton swabs. The teacher will explain that this has to deal with chemical bonding. The students will work in small groups to experiment with colors. Students can explore with different colors. Students will look forward to the upcoming year to learn about something new such as chemical bonding. http://www.stevespanglerscience.com/experiment/00000066 S/MA/V/LI The teacher will introduce an activity that students can take home with them and use throughout the summer. The activity is making a thermometer. The student will construct a thermometer out of an old soda bottle that they can use throughout the summer. http://www.hobbyscience.com/thermometer.html S/R/GA/RT/RY The teacher will bring out the board games that were created by student groups during the standardized testing week. The student will interact with the other students as they play the board games that were created during Week 34 and the standardized testing. The board games will allow students to enjoy the final two days of school, but at the same time still applying what they learned throughout the year. S/R/GA/RT/RY The teacher will bring out the board games that were created by student groups during the standardized testing week. The teacher will encourage students to try out a different board game or two today. The student will continue to interact with the other students as they play the board games that were created during Week 34 and the standardized testing. The board games will allow students to enjoy the final two days of school, but at the same time still applying what they learned throughout the year.

Resources Belzer, J. (2007). Kids konnect. Retrieved October 17, 2007, from Life cycles Web site: http://www.kidskonnect.com/content/view/87/27/ Branley, F. M. (1986). What makes day and night. New York: HaperCollins. Cole, Joanna. (1990). The magic school bus inside the human body. New York, NY: Scholastic Press. De Paola, T. (1975). The cloud book. New York: Holiday House. Dowshen, Steven. (2006). Kidshealth: for kids. “Your muscles”. The Nemours Foundation. Dukerich , P. (2003). Science department cyber-community. Retrieved October 14, 2007, from Make a Cloud Web site: http://schoolscience.rice.edu/duker/weamakecld.html Education World, (2007). Education world: The educator's best friend. Retrieved October 14, 2007, from Tech Lesson of the Week Web site: http://www.educationworld.com/a_tech/techlp/techlp038.shtml Energy Exchange. (2001). The NEED project. “Elementary exploration: friction”. Manassas, Virginia. Retrieved October 16, 2007 from http://www.eia.doe.gov/kids/classactivities/FrictionElementary.pdf Energy Information Administration. (2007). Energy kid’s page. “What is energy?”. Retrieved October 15, 2007, from http://www.eia.doe.gov/kids/energyfacts/sources/whatsenergy.ht ml Evan-Moor. (2002). Read and understand, science. “Always pointing north”. Evan-Moor Corp. Foster, Ruth. M.Ed. (2006). Nonfiction reading comprehension, science. “Relative humidity – ugh!”. Westminster, CA: Teacher Created Resources, Inc. The Frankline Institute, (2007). Resources for science learning. Retrieved October 14, 2007, from Neighborhoods Web site: http://www.fi.edu/tfi/units/life/habitat/habitat.html Fritz, Jean. (1996). What’s the big idea Ben Franklin?. New York, NY: Putnam Juvenile. Holt, Rinehart, and Winston. (2002). Microorganisms,,fungi, and plants: Annotated teacher’s edition. New York: Harcourt.

Hunt, James. (2006). Hobby science. “How to make a thermometer”. Retrieved October 16, 2007, from http://www.hobbyscience.com/thermometer.html. Koch, Dallas. (2000). Magnetism & electricity. “Introduction to magnetism”. St. Louis, Missouri: Milliken Publishing Co. ----. (2000). Magnetism & electricity. “Series circuits and parallel circuits”. St. Louis, Missouri: Milliken Publishing Co. Missouri Botanical Garden, (2005). MBGNet. Retrieved October 16, 2007, from What's It Like Where You Live? Web site: http://www.mbgnet.net/index.html Nye, Bill. (2005). Greatest discoveries with Bill Nye: physics. Oxlade, C. (1998). Space. New York Grolier. Parenting Next Generation, Food chains and webs. Retrieved October 14, 2007, Web site: http://www.vtaide.com/png/foodchains.htm Spangler, Steve. (2007). Color changing milk. Retrieved October 16, 2007, from http://www.stevespanglerscience.com/experiment/00000066 Taft, Mary. (2007). Energy kid’s page. “Twenty questions scavenger hunt”. Wilbraham, Massachusetts. Retrieved October 15, 2007, from http://www.eia.doe.gov/kids/classactivities/elementary20question s.html United States Department of Agriculture. (2007). Mypyramid.gov. “MyPyramid animation”. Retrieved October 16, 2007, from http://www.mypyramid.gov/ ----. (2007). Mypyramid.gov. “Steps to a healthier you”. Retrieved October 16, 2007, from http://www.mypyramid.gov/ University of Illinois Extension, The great plant escape. Retrieved October 14, 2007, Web site: http://www.urbanext.uiuc.edu/gpe/index.html Unknown author. (1996). Exploratorium. “Bubble bomb”. Retrieved October 2, 2007, from http://www.exploratorium.edu/science_explorer/bubblebomb.html Virginia Resource-Use Educational Council, (2006, July 13). Virginia naturally. Retrieved October 14, 2007, from Virginia's Natural Resource Education Guide Web site: http://www.vanaturally.com/guide/homepage.html